Education, Vulnerability and Sustainable Development

Semester and Year Offered: Semester III (Monsoon Semester 2020)

Course Coordinator and Team: Dr. Rajshree Chanchal (C) and Dr. Sanjeev Rai (adjunct faculty) (TBC)

Email of course coordinator: rajshree[at]aud[dot]ac[dot]in

Pre-requisites: No specific formal prerequisite for the course but general awareness about global developmental politics

Aim:

1. Develop an understanding of the global frameworks and initiatives on education in the context of vulnerable children and teachers
2. Provide an orientation on the emerging challenges before education sector, with focus on urbanization, migration, budgetary challenges, disasters etc.
3. Develop a context to connect the local issues with implication on global framework leading to thinking on a school based plan.

Course Outcomes:

At the end of the course participants will be able to:

• Critically review the global initiatives of the education frameworks from a vulnerability perspective and it’s implication to sustainable development goals (esp. goal 4) with emphasis on India
• Prepare plans and identify policy gaps for working towards the challenges of education such as urbanization, migration, conflicts and disasters
• Critically appreciate the values of equity, social cohesion, peace and sustainable development.

Brief description of modules/ Main modules:

Module 1: Global Concerns and Frameworks (12 hours): This module will reflect upon the global frameworks and sustainable development goals. In this context, the module will focus on questions such as: How are education, vulnerability and sustainable development related?

Module 2: Challenges before the learners and teachers (12 hours): Building on the first module, this module focuses on education under migration, displacements, conflict and disasters. It engages with how these phenomena interact with global and local contexts and specific challenges before the learners and teachers.

Module 3: Case of Urban Education (10 hours) From the global and local contexts at a broader level, this module will take a specific case of education in Delhi while engaging with the concerns of development, urban-rural intersection, and vulnerability in the urban context.

Module 4: Result Based Planning for Schools (16 hours): The participants will do a project related to the relevant theme and will be oriented on a result based framework for their own school or educational context.

Assessment Details with weights:

• Participation (in-class): 15%
• Short Project: 30%
• Report: 30%
• Presentation: 25%

Reading List:

Essential (may be revised):

• Darling-Hammond, L. (Ed.). (2014). Beyond the bubble test: How performance assessments support 21st century. John Wiley & Sons. Chapter 7 and 9).
• Final Country Report of India, 2017. Retrieved from: http://www.mospi.gov.in/sites/default/files/publication_reports/MDG_Final_Country_report_ of_India_27nov17.pdf
• Ghosh, S. (2009). Education in emerging Indian society: The challenges and issues. New Delhi: PHI Learning Private Ltd.
• Save the Children. (2017). Life on the street. Retrieved from https://www.savethechildren.in/sci-in/media/PDFs/LIFE-ON-THE-STREET-%28Final%29-Rev-4.pdf
• Sernau, S. (2017). Social inequality in a global age. Los Angeles: SAGE/Pine Forge. (Chapter 1).
• The Millennium Development Goals Report (2015), (Summary). Retrieved from: https://www.un.org/millenniumgoals/pdf/MDG_Gap_2015_E_web.pdf
• Gandhi, M. K. (2013). Hind Swaraj. Centenary Ed. Rajpal Publishing. New Delhi. UNESCO’s Education for All Global Monitoring Reports.
• Kumar, K. (2016). Education, conflict and peace. New Delhi. Orient Black Swan Private Limited. (Chapter 1). UNESCO’s Global Monitoring Reports on Education.
• GCPEA. (2018). Education under attack: A report by Global Coalition to Protect Education from Attack. Retrieved from: www.protectingeducation.org
• Freire, P. (1972). Pedagogy of the oppressed. New York: Herder and Herder.
• International Save the Children Alliance. (2006). Rewrite the future: Education for children in conflict-affected countries. London: Cambridge House. https://www.savethechildren.org/content/dam/global/reports/education-and-child- protection/rewritefuture-polrep.pdf
• Sigsgaard, M. (2009). Education and fragility in Afghanistan: A situational analysis.
• UNESCO. Retrieved from: www.iiep.unesco.org/en/information-services/publications/emergencies-and-reconstruction.html
• UNESCO. (2019). N for nose: State of the education report for India 2019. UNESCO. New Delhi.
• Huisman, J., Rani, U. and Smits, J. (2010). School characteristics, socio-economic status and culture as determinants of primary school enrolment in India. Nijmegen: NiCE.
• Iyenger, R. and Surianarain, S. (2010). A comparative analysis of education policy and practice: The case of institutions in Mumbai and Delhi. Perspectives on urban education, Fall 2010, 19-27.
• Kingdon, G. K. (2017). The private schooling phenomenon in India: A review. Discussion Paper Series, 10612.
• Mangubhai, J. P. (2013). Marginalised children and their right to education in Delhi: A study of five urban communities. Report of the Centre for Social Equity and Inclusion, Delhi.
• Farooqi, F. (2017). Silenced and marginalized: Voices from a Sarkari-aided school of Delhi. Economic and Political Weekly, 52(38), 76-81.
• Malan, T. (1987). Educational planning as a social process. UNESCO. Paris.
• UNESCO (2018). SDG 4 data book: Global education indicators 2018. UNESCO Institute for Statistics. Canada. Retrieved from: http://www.uis.unesco.org
• NITI Ayog. (2019). School education quality index. Retrieved from: https://niti.gov.in/content/school-education- quality-index

Documentary

• Verma, D. Indian teacher’s journey: Mukesh Malviya.
• Education can't wait. Inter agency Network for Education in Emergencies.

Supplementary

• Ballantine , J. H., Hammack, F. M. & Stuber, J. (2017). The sociology of education: A systematic analysis. Routledge (Selections).
• Sadovnik, A. R. (2011). Sociology of education: A critical reader. New York: Routledge. (Introduction).
• Parekh, B. C. (1989). Gandhi's political philosophy: A critical examination. Delhi: Ajanta. (Chapter 1).
• Bandopadhyaya, S. M. (1960). My non-violence. Ahemadabad: Navajivan Publishing House.
• Durokifa, A. A. & Ijeoma, E. C. (2018). Neo- colonialism and Millennium Development Goals (MDGs) in Africa: A blend of an old wine in a new bottle. African Journal of Science, Technology, Innovation and Development, 10(3), 355-366.
• Darling-Hammond, L. (Ed.), (2010). Preparing principals for a changing world: Lesson from effective school leadership programs. John Wiley & Sons. USA. (Chapter 1 and 3).
• Harber, C. & Sakade, N. (2009). Schooling for violence and peace: How does peace education differ from ‘normal’ schooling? Journal of Peace Education, 6(2), 171-187.
• Sharon, S. (1995). Children and the politics of culture. Princeton University Press. (Introduction).
• Stenhouse, L. (1983). Authority, education and emancipation. London: Heinemann.
• Darling-Hammond, L. (Ed.). (2017). Empowered educators: How high- performing systems shape teaching quality around the world. John Wiley & Sons Inc.